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| IELTS Reading Practice Test-13 With Answers |
READING PASSAGE 1
You
should spend about 20 minutes on Questions 1-13 which
are based on Reading Passage 1 below.
Dirty
river but clean water
Floods
can occur in rivers when the flow rate exceeds the capacity of the river
channel, particularly at bends or meanders in the waterway. Floods often cause
damage to homes and businesses if they are in the natural flood plains of
rivers. While riverine flood damage can be eliminated by moving away from
rivers and other bodies of water, people have traditionally lived and worked by
rivers because the land is usually flat and fertile and because rivers provide
easy travel and access to commerce and industry.
A
FIRE
and flood are two of humanity’s worst nightmares. People have, therefore,
always sought to control them. Forest fires are snuffed out quickly. The flow
of rivers is regulated by weirs and dams. At least, that is how it used to be.
But foresters have learned that forests need fires to clear out the brush and
even to get seeds to germinate. And a similar revelation is now dawning on
hydrologists. Rivers – and the ecosystems they support – need floods. That is
why a man-made torrent has been surging down the Grand Canyon. By Thursday,
March 6th it was running at full throttle, which was expected to be sustained
for 60 hours.
B
Floods
once raged through the canyon every year. Spring Snow from as far away as
Wyoming would melt and swell the Colorado river to a flow that averaged around
1,500 cubic metres (50,000 cubic feet) a second. Every eight years or so, that
figure rose to almost 3,000 cubic metres. These floods infused the river with
sediment, carved its beaches and built its sandbars.
C
However,
in the four decades since the building of the Glen Canyon dam, just upstream of
the Grand Canyon, the only sediment that it has collected has come from tiny,
undammed tributaries. Even that has not been much use as those tributaries are
not powerful enough to distribute the sediment in an ecologically valuable way.
D
This
lack of flooding has harmed local wildlife. The humpback chub, for example,
thrived in the rust-red waters of Colorado. Recently, though, its population
has crashed. At first sight, it looked as if the reason was that the chub were
being eaten by trout introduced for sport fishing in the mid-20th century. But
trout and chub co-existed until the Glen Canyon dam was built, so something
else is going on. Steve Gloss, of the United States Geological Survey (USGS),
reckons that the chub’s decline is the result of their losing their most
valuable natural defense, Colorado’s rusty sediment. The chub were well adapted
to the poor visibility created by the chick, red water which gave the river its
name and depended on it to hide from predators. Without the cloudy water, the
chub became vulnerable.
E
And the
chub are not alone. In the years since the Glen Canyon dam was built, several
species have vanished altogether. These include the Colorado pike-minnow, the
razorback sucker and the roundtail chub. Meanwhile, aliens including fathead
minnows, channel catfish and common carp, which would have been hard, put to
survive in the savage waters of the undammed canyon, have moved in.
F
So
flooding is the obvious answer. Unfortunately, it is easier said than done.
Floods were sent down the Grand Canyon in 1996 and 2004 and the results were
mixed. In 1996 the flood was allowed to go on too long. To start with, all
seemed well. The floodwaters built up sandbanks and infused the river with
sediment. Eventually, however, the continued flow washed most of the sediment
out of the canyon. This problem was avoided in 2004, but unfortunately, on that
occasion, the volume of sand available behind the dam was too low to rebuild
the sandbanks. This time, the USGS is convinced that things will be better. The
amount of sediment available is three times greater than it was in 2004. So if
a flood is going to do some good, this is the time to unleash one.
G
Even
so, it may turn out to be an empty gesture. At less than 1,200 cubic metres a
second, this flood is smaller than even an average spring flood, let alone one
of the mightier deluges of the past. Those glorious inundations moved massive
quantities of sediment through the Grand Canyon, wiping the slate dirty, and
making a muddy mess of silt and muck that would make modern river rafters
cringe.
Questions 1-7
Do
the following statements agree with the information given in Reading Passage 1?
In boxes 1-7 on your answer sheet, write
TRUE
if the statement is true
FALSE
if the statement is false
NOT
GIVEN if the information is not given in the passage
1 Damage
caused by a fire is worse than that caused by the flood.
2 The
flood peaks at almost 1500 cubic meters every eight years.
3 Contribution
of sediments delivered by tributaries has little impact.
4 The
decreasing number of chubs is always caused by introducing of trout since the
mid 20th century.
5 It
seemed that the artificial flood in 1996 had achieved success partly at the
very beginning.
6 In
fact, the yield of artificial flood water is smaller than an average natural
flood at present.
7 Mighty
floods drove fast-moving flows with clean and high-quality water.
Questions 8-13
Complete
the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 8-13 on your answer sheet.
The
eco-impact of the Canyon Dam
Floods
are people’s nightmare. In the past, the canyon was raged by flood every year.
The snow from far Wyoming would melt in the season of 8………………………….. and
caused a flood flow peak in Colorado river. In the four decades after people
built the Glen Canyon Dam, it only could gather 9……………………… together from
tiny, undammed tributaries.
humpback
chub population reduced, why?
Then
several species disappeared including Colorado pike-minnow, 10………………………
and the round-tail chub. Meanwhile, some moved in such as fathead minnows,
channel catfish and 11…………………….. The non-stopped flow led to the washing
away of the sediment out of the canyon, which poses a great threat to the chubs
because it has poor 12……………………….. away from predators. In addition, the
volume of 13……………………… available behind the dam was too low to rebuild the
bars and flooding became more serious.
READING PASSAGE 2
You
should spend about 20 minutes on Questions 14-26 which are based on
Reading Passage 2 below.
Seed
Hunting
A
With
a quarter of the world’s plants set to vanish within the next 50 years, Dough
Alexander reports on the scientists working against the clock the preserve the
Earth’s botanical heritage. They travel the four corners of the globe, scouring
jungles, forests and savannas. But they’re not looking for ancient artefacts,
lost treasure or undiscovered tombs. Just pods. It may lack the romantic allure
of archaeology or the whiff of danger that accompanies going after a big game,
but seed hunting is an increasingly serious business. Some seek seeds for
profit-hunters in the employ of biotechnology firms, pharmaceutical companies
and private corporations on the lookout for species that will yield the drugs
or crops of the future. Others collect to conserve, working to halt the sad
slide into extinction facing so many plant species.
B
Among
the pioneers of this botanical treasure hunt was John Tradescant, an English
royal gardener who brought back plants and seeds from his journeys abroad in
the early 1600s. Later, the English botanist Sir Joseph Banks – who was the
first director of the Royal Botanic Gardens at Kew and travelled with Captain
James Cook on his voyages near the end of the 18th century – was so driven to
expand his collections that he sent botanists around the world at his own
expense.
C
Those
heady days of exploration and discovery may be over, but they have been
replaced by a pressing need to preserve our natural history for the future.
This modern mission drives hunters such as Dr Michiel van Slageren, a
good-natured Dutchman who often sports a wide-brimmed hat in the field – he
could easily be mistaken for the cinematic hero Indiana Jones. He and three
other seed hunters work at the Millennium Seed Bank, an 80 million [pounds
sterling] international conservation project that aims to protect the world’s
most endangered wild plant species.
D
The
group’s headquarters are in a modern glass-and-concrete structure on a
200-hectare Estate at Wakehurst Place in the West Sussex countryside. Within
its underground vaults are 260 million dried seeds from 122 countries, all
stored at -20 Celsius to survive for centuries. Among the 5,100 species
represented are virtually all of Britain’s 1,400 native seed-bearing plants,
the most complete such collection of any country’s flora.
E
Overseen
by the Royal botanic gardens, the Millennium Seed Bank is the world’s largest
wild-plant depository. It aims to collect 24,000 species by 2010. The reason is
simple: thanks to humanity’s effort, an estimated 25 per cent of the world’s
plants are on the verge of extinction and may vanish within 50 years. We’re
currently responsible for habitat destruction on an unprecedented scale, and
during the past 400 years, plant species extinction rates have been about 70
times greater than those indicated by the geological record as being ‘normal’.
Experts predict that during the next 50 years further one billion hectares of
wilderness will be converted to farmland in developing countries alone.
F
The
implications of this loss are enormous. Besides providing staple food crops,
plants are a source of many machines and the principal supply of fuel and
building materials in many parts of the world. They also protect soil and help
regulate the climate. Yet, across the globe, plant species are being driven to
extinction before their potential benefits are discovered.
G
The
world Conservation Union has listed 5,714 threatened species is sure to be much
higher. In the UK alone, 300 wild plant species are classified as endangered.
The Millennium Seed Bank aims to ensure that even if a plant becomes extinct in
the wild, it won’t be lost forever. Stored seeds can be used the help restore
damaged or destroyed the environment or in scientific research to find new
benefits for society- in medicine, agriculture or local industry- that would
otherwise be lost.
H
Seed
banks are an insurance policy to protect the world’s plant heritage for the
future, explains Dr Paul Smith, another Kew seed hunter. “Seed conservation
techniques were originally developed by farmers,” he says. “Storage is the
basis what we do, conserving seeds until you can use them just as in farming,”
Smith says there’s no reason why any plant species should become extinct, given
today’s technology. But he admits that the biggest challenge is finding, naming
and categorizing all the world’s plants. And someone has to gather these seeds
before it’s too late. “There aren’t a lot of people out there doing this,” he
says. “The key is to know the flora from a particular area, and that knowledge
takes years to acquire.”
I
There
are about 1,470 seedbanks scattered around the globe, with a combined total of
5.4 million samples, of which perhaps two million are distinct non-duplicates.
Most preserve genetic material for agriculture use in order to ensure crop
diversity; others aim to conserve wild species, although only 15 per cent of
all banked plants is wild.
J
Many
seed banks are themselves under threat due to a lack of funds. Last year,
Imperial College, London, examined crop collections from 151 countries and
found that while the number of plant samples had increased in two-thirds of the
countries, the budget had been cut in a quarter and remained static in another
35 per cent. The UN’s Food and Agriculture Organization and the Consultative
Group on International Agricultural Research has since set up the Global
Conservation Trust, which aims to raise the US $260 million to protect seed
banks in perpetuity.
Questions 14-19
Do
the following statements agree with the information given in Reading Passage 2?
In boxes 14-19 on your answer sheet, write
TRUE
if the statement is true
FALSE
if the statement is false
NOT
GIVEN if the information is not given in the passage
14 The
purpose of collecting seeds now is different from the past.
15 The
millennium seed bank is the earliest seed bank.
16 One
of the major threats for plant species extinction is farmland expansion into
wildness.
17 The
approach that scientists apply to store seeds is similar to that used by
farmers.
18 technological
development is the only hope to save plant species.
19 The
works of seed conservation are often limited by financial problems.
Questions 20-24
Summary
Complete the following summary of the paragraphs of Reading Passage 2,
Using NO
MORE THAN THREE WORDS from the Reading Passage for each answer.
Write
your answers in boxes 20-24 on your answer sheet.
Some
people collect seeds for the purpose of protecting certain species
from 20………………………; others collect seeds for their ability to
produce 21……………………….. They are called seed hunters. The 22……………………….
Of them included both gardeners and botanists, such as 23…………………….., who
financially supported collectors out of his own pocket. The seeds collected are
usually stored in seed banks, one of which is the famous millennium seed bank,
where seeds are all stored in the 24……………………… at a low temperature.
Questions 25-26
Choose
the correct letter, A-E.
Write your answers in boxes 25, 26 on your answer sheet.
Which TWO of
the following are provided by plants to the human?
A
food
B
fuels
C
clothes
D
energy
E
commercial products
READING
PASSAGE 3
You
should spend about 20 minutes on Questions 27-40 which are based on
Reading Passage 3 below.
The
significant role of mother tongue language in education
A
One
consequence of population mobility is increasing diversity within schools. To
illustrate, in the city of Toronto in Canada, 58% of kindergarten pupils come
from homes where English is not a language of communication. Schools in Europe
and North America have experienced this diversity for years, but educational
policies and practices vary widely between countries and even within countries.
Some political parties and groups search for ways to solve the problem of
diverse communities and their integration in schools and society. They see few
positive consequences for the host society and worry that diversity threatens
the identity of the host society. Consequently, they promote unfortunate
educational policies that will make the “problem” disappear. If students retain
their culture and language, they are viewed as less capable of identifying with
the mainstream culture and learning the mainstream language of society.
B
The
challenge for educators and policy-makers is to shape the evolution of national
identity in such a way that the rights of all citizens (including school
children) are respected, and the cultural, linguistic, and economic resources
of the nation are maximized. To waste the resources of the nation by
discouraging children from developing their mother tongues is quite simply
unintelligent from the point of view of national self-interest. A first step in
providing an appropriate education for culturally and linguistically diverse
children is to examine what the existing research says about the role of
children’s mother tongues in their educational development.
C
In
fact, the research is very clear. When children continue to develop their
abilities in two or more languages throughout their primary school, they gain a
deeper understanding of language and how to use it effectively. They have more
practice in processing language, especially when they develop literacy in both.
More than 150 research studies conducted during the past 35 years strongly
support what Goethe, the famous only one language does not truly know that
language. Research suggests that bilingual children may also develop more
flexibility in their thinking as a result of processing information through two
different languages.
D
The
level of development of children’s mother tongue is a strong predictor of their
second language development. Children who come to school with a solid
foundation in their mother tongue develop stronger literacy abilities in the
school language. When parents and other caregivers (e.g. grandparents) are able
to spend time with their children and tell stories or discuss issues with them
in a way that develops their mother tongue, children come to school
well-prepared to learn the school language and succeed educationally.
Children’s knowledge and skills transfer across languages from the mother
tongue to the school language. Transfer across languages can be two-way: both
languages nurture each other when the educational environment permits children
to access to both languages.
E
Some
educators and parents are suspicious of mother tongue-based teaching programs
because they worry that they take time away from the majority language. For
example, in a bilingual program where 50% of the time is spent teaching through
children’s home language and 50% through the majority language, surely
children’s won’t progress as far in the letter? One of the most strongly
established findings of educational research, however, is that well-implemented
bilingual programs can promote literacy and subject-matter knowledge in a
minority language without any negative effects on children’s development in the
majority language. Within Europe, the Foyer program in Belgium, which develops
children’s speaking and literacy abilities in three languages (their mother
tongue, Dutch and French), most clearly illustrates the benefits of bilingual
and trilingual education (see Cummins, 2000)/
F
It
is easy to understand how this happens. When children are learning through a
minority language, they are learning concepts and intellectual skills too.
Pupils who know how to tell the time in their mother tongue understand the
concept of telling time. In order to tell the time in the majority language,
they do not need to re-learn the concept. Similarly, at more advanced stages,
there is transfer across languages in other skills such as knowing how to
distinguish the main idea from the supporting details of a written passage or
story and distinguishing fact from opinion. Studies of secondary school pupils
are providing interesting findings in this area, and it would be worth
extending this research.
G
Many
people marvel at how quickly bilingual children seem to “pick up”
conversational skills in the majority language at school (although it takes
much longer for them to catch up to native speakers in academic language
skills). However, educators are often much less aware of how quickly children
can lose their ability to use their mother tongue, even in the home context.
The extent and rapidity of language loss will vary according to the
concentration of families from a particular linguistic group in the neighborhood.
Where the mother tongue is used extensively in the community, then language
loss among young children will be less. However, where language communities are
not concentrated in particular neighborhoods, children can lose their ability
to communicate in their mother tongue within 2-3 years of starting school. They
may retain receptive skills in the language but they will use the majority
language in speaking with their peers and siblings and in responding to their
parents. By the time children become an adolescent chasm. Pupils frequently
become alienated from the cultures of both home and school with predictable
results.
Questions 27-30
Choose
the correct letter A, B, C or D.
Write the correct letter in boxes 27-30 on your answer sheet.
27 What
point is the writer making in the second paragraph?
A
Some present studies on children’s mother tongues are misleading
B A
culturally rich education programme benefits some children more than others.
C bilingual
children can make a valuable contribution to the wealth of a country
D The
law on mother tongue use at school should be strengthened.
28 Why
does the writer refer to something that Goethe said?
A to
lend weight his argument
B
to contradict some research
C
to introduce a new concept
D to
update current thinking
29 The
writer believes that when young children have a firm grasp of their mother
tongue
A they
can teach older family members what they learn at school
B
they go on to do much better throughout their time at school
C they
can read stories about their cultural background
D they
develop stronger relationships with their family than with their peers.
30 Why
are some people suspicious about mother tongue-based teaching programmes?
A They
worry that children will be slow to learn to read in either language
B
They think that children will confuse words in the two languages.
C
They believe that the programmes will make children less interested in their
lessons
D they
fear that the programmes will use up valuable time in the school day.
Questions 31-35
Complete
the summary using the list of words A-J below
Write the correct letter, A-J, in boxes 31-35 on your answer
sheet.
Bilingual
children
It
was often recorded that Bilingual Children acquire the 31……………………. to
converse in the majority language remarkably quickly. The fact that the mother
tongue can disappear at a similar 32…………………….. is less well understood.
This phenomenon depends to a certain extent, on the proposition of people with
the same linguistic background that have settled in a
particular 33………………………….; If this is limited, children are likely to lose
the active use of their mother tongue. And thus no longer employ it even
with 34………………………, although they may still understand it. It follows that
teenager children in these circumstances experience a sense
of 35………………………. in relation to all aspects of their lives.
A
Teachers B
school C
dislocation
D rate
E time F
family
G communication H
type I
ability
J area
Questions 36-40
Do
the following statements agree with the views of the writer in Reading Passage
3?
In boxes 36-40 on your answer sheet, write
YES
if the statement agrees with the views of the writer
NO
if the statement contradicts which the views of the writer
NOT
GIVEN if it is impossible to say what the writer thinks about this
36 Less
than half the children who attend kindergarten in Toronto have English as their
Mother tongue.
37 Research
proves that learning the host country language at school can have an adverse
effect on a child’s mother tongue.
38 the
foyer Program is to be accepted by the French education system.
39 Bilingual
children are taught to tell the time earlier than monolingual children.
40 Bilingual
children can eventually apply comprehension strategies acquired in one language
when reading in the other.
IELTS Reading Practice Test-14
ANSWERS
1. NOT GIVEN
2. FALSE
3. NOT GIVEN
4. FALSE
5. TRUE
6. TRUE
7. NOT GIVEN
8. spring
9. sediment
10. razorback sucker
11. common carp
12. visibility
13. sand
14. TRUE
15. NOT GIVEN
16. TRUE
17. TRUE
18. FALSE
19. TRUE
20. extinction
21. drugs, crops
22. pioneers
23. Sir Joseph Banks
24. underground vaults
25. A
26. B
27. C
28. A
29. B
30. D
31. I
32. D
33. J
34. F
35. C
36. YES
37. NOT GIVEN
38. NO
39. NOT GIVEN
40. YES
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